Using a symbolic interactionism theoretical perspective, this project examined the merits of team collaborative action research as a tool in comprehensive staff development for middle- grade teachers. The specific question examined during the action research was how inclusion of special needs students affects the academic and social achievement of other students. During the month-long planning phase, special and regular education teachers and an instructional coordinator met with a university researcher to discuss their beliefs about research and the research questions. During the baseline phase, each teacher observed and interviewed at least three students, compiled individual and standardized test scores, and reflected on their results. During the 3-month action phase, teachers took various actions and collected data to define inclusion effects. Three suggestions emerged from the action phase: (1) inclusion classes should contain as few special education students as practical; (2) inclusion classes should contain a good mix of above average students to be used as peer tutors; and (3) inclusion classes should be scheduled early in the day. During the reflection phase, teachers noted the positive impact of teaming, the increase in reflective teaching, the enhanced communication, and the opportunity to put theory into practice. Examination of the teacher's group interactions during the action research project indicated that teacher team collaborative action research served as a form of self-reflective questioning which enabled practitioners to better understand and solve problems of interest to them in their own educational setting. (Contains 8 references.) (KDFB)